Lesson 2
Student Learning Objectives:
- The students will create an accurate model, in the form of a food web
- The students will analyze and predict the transfer of energy through an ecosystem.
NGSS:
- 5-PS3-1.Use models to describe that energy in animals’ food (used for body repair, growth, and motion and to maintain body warmth) was once energy from the sun. [Clarification Statement: Examples of models could include diagrams, and flow charts.]
- 5-LS2-1.Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.[Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.] [Assessment Boundary: Assessment does not include molecular explanations.]
Engage: 5 min.
Last lesson we talked about consumers, producers and decomposers. When a producer like grass gets eaten by a rabbit who is a consumer then the rabbit gets eaten by a hawk another consumer, what do you think that is called? (Food Chain) What do you think are some differences between a food chain and a food web? Record answers on a list on the board.
Last lesson we talked about consumers, producers and decomposers. When a producer like grass gets eaten by a rabbit who is a consumer then the rabbit gets eaten by a hawk another consumer, what do you think that is called? (Food Chain) What do you think are some differences between a food chain and a food web? Record answers on a list on the board.
Explore: 15 min.
Next we are going to make a physical model of this so that you may add information to your Venn diagram at the end. Hand out cards that are related to an ecosystem and also remember to make a sun card. Label them. Pass out these cards to each student. Find a large space. The student who receives the sun card will stand at the center of the circle that is formed. Then remind the students that the yarn that will be handed out represents energy from the sun. Start the yarn from the center.
Next we are going to make a physical model of this so that you may add information to your Venn diagram at the end. Hand out cards that are related to an ecosystem and also remember to make a sun card. Label them. Pass out these cards to each student. Find a large space. The student who receives the sun card will stand at the center of the circle that is formed. Then remind the students that the yarn that will be handed out represents energy from the sun. Start the yarn from the center.
Explain: 10 min.
Either end the yarn at a top predator, or have the students pass the yarn. After each chain ends start it back at the sun. Continue until each student is holding at least one piece of yarn.
Ask:
Either end the yarn at a top predator, or have the students pass the yarn. After each chain ends start it back at the sun. Continue until each student is holding at least one piece of yarn.
Ask:
- Have we made food chains?
- When everyone has a piece of yarn what does it look like?
- Who has the most pieces of yarn? Why do you think that is?
- What other organism is part of many different food chains?
- What would happen if the green plants died?
Elaborate: 5 min.
How could we show what it would look like if all the plants were gone?
Have all of the plants sit down and pull out their pieces of yarn. Start the yarn back in the middle at the sun.
Who might have trouble getting food if their was no more plants?
Investigate who in the circle got their food directly from plants.
Does our food web look as full without plants? Do you think that the animals will get any string now?
Why do you think that I keep starting with the yarn in the middle on the sun?
Would we get enough food without plants?
How could we show what it would look like if all the plants were gone?
Have all of the plants sit down and pull out their pieces of yarn. Start the yarn back in the middle at the sun.
Who might have trouble getting food if their was no more plants?
Investigate who in the circle got their food directly from plants.
Does our food web look as full without plants? Do you think that the animals will get any string now?
Why do you think that I keep starting with the yarn in the middle on the sun?
Would we get enough food without plants?
Evaluate: 5-10 min.
Show them examples of a couple different food webs. Here are some examples.
Show them examples of a couple different food webs. Here are some examples.
Then have the students create their own food web based on the organism they got during the activity. It must include at least five other organisms or the sun. Walk around and check for understanding and clarify as needed. Finally have the students fill in a Venn Diagram now that they understand the difference between a food web and a food chain.
Example of a potential Venn Diagram:
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Resources used on this page.
NGSS:
5-LS2-1 Ecosystems: Interactions, Energy, and Dynamics. (n.d.). Retrieved November 15, 2018, from https://www.nextgenscience.org/pe/5-ls2-1-ecosystems-interactions-energy-and-dynamics
5-PS3-1 Energy. (n.d.). Retrieved November 15, 2018, from https://www.nextgenscience.org/pe/5-ps3-1-energy
Idea for food web using yarn, Venn Diagram example, Examples of food webs: The Food Web. (n.d.). Retrieved November 15, 2018, from https://betterlesson.com/lesson/640194/the-food-web
NGSS:
5-LS2-1 Ecosystems: Interactions, Energy, and Dynamics. (n.d.). Retrieved November 15, 2018, from https://www.nextgenscience.org/pe/5-ls2-1-ecosystems-interactions-energy-and-dynamics
5-PS3-1 Energy. (n.d.). Retrieved November 15, 2018, from https://www.nextgenscience.org/pe/5-ps3-1-energy
Idea for food web using yarn, Venn Diagram example, Examples of food webs: The Food Web. (n.d.). Retrieved November 15, 2018, from https://betterlesson.com/lesson/640194/the-food-web